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The Helium Stick

Time : 10 minutes Materials : Stick or a pole / Use straws too

Instructions

Ask participants to form 5 groups. Let them sit on haunches in two lines facing each other.
One member in the team needs to be the instructor.

3. Ask each person to stretch their hands in front of them with their index fingers pointed out.

4.Lay the pole on top of all of the index fingers so that it is resting evenly. All index fingers must touch the pole.

5.They have to take the pole high without anyone in the group losing touch with the pole at any stage.

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Special features of Term 1
Add- ons in Term 2
What’s new?

Teacher Handbook

Student Workbook

4. Effective EE Classrooms

5. What do logos say?

6. Content Flow of Term 2

7. THB and Workbook Linkage

8. Video demonstration

Context of SESSION - 1

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Various learning corners in the classroom – Story, Song, Activity, Reading, Art/Craft
Teacher – Student talking time – 25% : 75%
Repetition of structures for reinforcement
Integration of Textbook
Integration of EVS concepts
Formative and Summative Assessments through App
Activities for Remediation / Revision
QR codes for guidance

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Goals of Term I

After a long gap of 19 months, we need to make students…

come to school eagerly.
interested in learning activities.
participate in classroom activities.
express themselves .
More focus given on listening and speaking skills in Term 1 as they are the foundational skills for language acquisition.
Reading and writing are focused more in Term 2 along with listening and speaking.

And we have achieved it successfully. Let us see some testimonials from teachers… As what they say…

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Children come to school with interest. Every day they eagerly await the teacher, to see what she is bringing new.

A great interest in classroom and school is created among children. Teacher- student relationship and rapport have evolved tremendously.

Success of EE approach is that teachers appreciate every activity of the students. No matter right or wrong. They are appreciated for mere participation itself.

No child is left out. Inclusiveness has been achieved. A child with special need has started talking to me.

Students’ self confidence has increased as they are thrust with opportunities. Every child is made to speak, participate, write on black board, play games and so on.

All students feel confident. A positive vibration is felt in every classroom. Students feel that classroom is my (their) space. Ownership is achieved effortlessly.

Parents are inspired to see the print rich classrooms, hear their children speak English, wonder how the characters in stories become their friends.

Teachers have now become enthusiastic learners and explorers.

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Let us listen and look at some feedback audios & videos

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EVS concepts integration is carried out extensively.

Textbook incorporation - Respective pages included in workbooks.

TLM – Pictures of content provided for teachers to cut and use. Apart from this, use low cost/no cost materials as TLM.

Colour coded activities included in workbook to indicate the level as Arumbu, Mottu and Malar.

QR codes included in Content page of THB.

Reading is emphasised more and as a part of extensive reading, Newspaper activity is included.

Writing is also given due importance. As a part of enhancing writing practice, opportunities are provided - in workbook and Low Level Blackboard.

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Student Workbook

Teacher Handbook

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1.3. Teacher Handbook

Activities as per time on task:

With the feedback received from teachers in Term 1, to make EE classroom more effective, number of activities are designed to suit the time.

Day 5 Activities:

No activities are framed for Day 5, as teachers find it difficult to carry out both the activities and assessment. Based on the need, remediation can be done by the teachers.

Listening text included in workbook:

For workbook exercises, listening text for ‘Listen and do’ activities is given in Workbook itself.

Formative assessment (a):

Small group, Large group, Circle time and Independent activities are used as FA (a). The list has been included in the annexure.

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Annexure 1-Formative Assessment (a)

This page lists various activities in THB that are to be taken for Formative Assessment (a)

Each module has two activities that can be taken for FA(a).

It can be either Individual or Large/Small group activity.

Individual performance of the students, team spirit, initiation in doing any activity, volunteering, working in groups/pairs, sharing of work, tolerance and expression of thoughts etc., are to be assessed among students with these activities.

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Annexure 2 - Learning Outcomes (LO)

Each module is provided with micro level learning outcomes at the beginning for the teacher to focus on.
The activities and exercises are framed in such a way to meet out all the LOs.
It ensures that teachers concentrate on these prescribed LOs throughout the module which will let them know whether the students have achieved it or not.
With these outcomes, Remedial measures can be prepared by the teachers.
A table of consolidated learning outcomes for the term is annexed at the end of the THB.

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Annexure 3 –TLM pages

This provision is to help teachers use the pictures given in the workbook and THB.
This can be utilized as TLMs as finger puppets, picture cards, flash cards, stick puppets as per the need.
Teachers can have names along with the pictures to use them as labelled picture cards.
This will reduce their burden in creating TLMs for classroom transaction.
This is in a way, cost and time effective provision for teachers.

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Student Workbook

Colour coded exercises

Arumbu book will have exercises only in blue.
Mottu book will have exercises both in blue and yellow.
Malar book will have exercises in blue, yellow and green.

Scope for writing practice

Space for practice in writing is provided in each module of workbooks.
Space for Listen and Write (dictation) is also provided for all level students. The words for dictation could be content words / sight words / cvc words from the module.
Teachers can make students do this whenever there is time. Numbering in THB is not given for writing exercises.

Textbook Pages:

Exercises are incorporated from Textbook as per need and scope.
Students who will not have textbooks can use these pages for practice.

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Colour coded exercises

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Based on feedback received from teachers, grade level exercises are made to be identified easily.

This term workbooks are designed in such a way that all the exercises are colour coded in Mottu and Malar books.

All two / three level exercises in Mottu /Malar workbooks are provided.

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Writing exercises

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Term I focused more on listening and speaking. Term II in addition, focuses on reading and writing.

In order to give more practice in writing, exercises are incorporated in workbooks.

Tracing and writing content words, sight words and CVC for Arumbu
Tracing and writing simple sentences for Mottu
Copy writing simple sentences for Malar
Dictation for all levels.

Mottu and Malar workbooks have exercises for all levels.

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Textbook pages

Class 1 and Class 2 textbook content is incorporated across the modules.

It is carried out to make the students use the books extensively.

Reading and Writing exercises in textbook pages will be done by the students.

Class 1 textbook pages are included in Mottu and Malar workbooks appropriately.

Class 2 textbook pages are included in Malar appropriately.

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Effective corners in EE classroom

Song corner

Story corner

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Effective corners in EE classroom

Reading corner

Art & Craft corner

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Story corner

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EE classroom

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What do the logos say?

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LOGO	INDICATION	WHERE DO WE FIND THEM?
	Textbook integration It denotes that the pages given are from the textbook. Integration is carried out in Independent activities and specified in THB. The specific pages of textbook are given at the end of each module in workbook. The students who don’t have the particular textbook can use those pages. Others will use the actual textbook.

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LOGO	INDICATION	WHERE DO WE FIND THEM?
Newspaper Activity	It denotes that the students need to use newspaper for this activity. It makes students understand that Newspaper is one of the learning tools in developing reading fluency. This logo appears in Independent activities. Newspapers need not be new ones. Old magazines also can be used here. Reading practice using newspaper could be given every day differently in addition to the ones given in THB. Eg: When the teacher focuses on Malar level, other students can be asked to use Newspaper.

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LOGO	INDICATION	WHERE DO WE FIND THEM?
EVS integration	It denotes that EVS topic is integrated. The topics integrated in the module specific to EVS are indicated. The classroom discussion during that particular module should focus on those EVS concepts. The left out EVS topics are to be taught in the last 30 minutes. Teachers need to provide projects related to the topics.

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Class	Topics integrated in EVS	Topics not integrated in EVS	Topics integrated in SS	Topics not integrated in SS
1	Our Delicious Food	Water Our Society	Not Applicable
2	Food and Health	Water Our Society Pancha Budhas	Not Applicable
3	Food	Water	_	Historical places Sanctuaries District Administration

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Week	Period (30 mts)	Subject Topic
1	4	Water
2	4	Water
3	4	Water
4	4	Our Society
5	4	Our Society
6	4	Our Society

Week	Period (30 mts)	Subject Topic
1^st week	4	Water
2^nd week	2	Water
2^nd week	2	Historical places
3^rd week	4	Historical places
4^th week	4	Sanctuaries
5^th week	2	Sanctuaries
5^th week	2	District Administration
6^th week	4	District Administration

Week	Period (30 mts)	Subject Topic
1	4	Water
2	4	Water
3	4	Our Society
4	4	Our Society
5	4	Pancha Bhuthas
6	4	Pancha Bhuthas

PERIOD PLAN FOR EVS AND SS

NOT COVERED TOPICS

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LOGO	INDICATION	WHERE DO WE FIND THEM?
Low Level Blackboard	This denotes that students need to use Low Level Blackboard. This is drafted to enhance the productive skill, writing. Teachers will identify students who need more practice for writing and give them enough opportunities in addition to those given in THB for writing. What is to be practised on LLB is also specified in the THB. This can be used as a tool for managing classroom. Eg : When the teacher concentrates on Malar level students, other students can be asked to engage in LLB.

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Content flow in Term II

The term I dealt with the topics About Me, My Family.
The term II moves on to the topics in the next concentric circle – My World.
This term has 6 modules… flowing down for six weeks.
The theme for these 6 modules are

Birds around us
Flowers! Flowers! Flowers!
Animals around us
Animals in the forest
Fruits we eat
Vegetables I like

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S.no	Title	Content	Context	Structure	Phonics	Gr &Vocab	Reading
1	Birds around us	Names of birds	Songs/ Chants The bird king	What can you see? I can see ____	CVC words – short /a/	-	Sight words
2	Flowers	Names of flowers	Songs / chants	Are there ___? What do you have? I have ____	CVC words – Short /i/	One /many	Sight words
3	Animals around us	Names of Domestic/farm animals	Songs / chants The happy birds	Where do you live? I live in ___(Animal homes)	CVC words – Short /o/	-	Sight words
4	Animals in forest	Names of Wild animals	Songs / Chants	Where do you live?I live in ___(animal homes) What do you see?I see ___	CVC words – Short /u/	Describing words (tall /short/fast/slow)	Sight words
5	Fruits we eat	Names of Fruits	Songs / Chants	These are __/Those are ___	CVC words – Short /e/	in/on/under	Sight words
6	Vegetables I like	Names of vegetables	Songs/chants Appa’s Sambar	These are ___/Those are___	CVC words- 5 short vowels	He/She /it	Sight words

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A week’s flow

A module is transacted for a week.

Each module starts with learning outcomes.

Activities are designed for four days. Day 5 is for remediation/revision and Formative Assessment (b)

There can be chants, songs and stories in the modules.

Stories are drafted for 3 modules – (Module 1, 3, and 6)

Listening, speaking and reading skills are focused in classroom transaction.

Writing is focused in Independent activities.

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A day’s flow

Each day starts with a warm up - song, chant or activity.
Two days will have same warm up activity.
Teachers need to follow the greetings used in Term 1 modules every day.
Followed by warm up, the teacher will talk about the day’s theme to develop conversation.
Three activities are designed for a day including warm up.
There could be Circle time, Large or Small group activity.
Once teacher transaction is done for the day, the students will engage in Independent Activity - Individual Work and / or Peer Work and Worksheets

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THB and WB linkage

The Independent activities for student time need to be linked with THB and workbook. �
The number of exercises (and its numbers) students need to practise in workbook as per their level is provided in THB.�
The textbook pages students need to practise is also mentioned in THB.�

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Classroom Activity Demonstration Video

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What did you observe in the videos?

EE classroom is entirely a paradigm shift from traditional classroom.
Students are now no more passive listeners. They actively participate in classroom transaction.
There was participation in traditional classroom also. But EE classroom ensures participation of all students in the class.
Not only the teacher speaks in the class, students also have a lot of scope to develop conversation.
Instead of teacher practising a particular structure repeatedly, students do it themselves for practice and attain mastery.
Reinforcement takes place frequently, each time in a interesting manner.
Listening and speaking skills have improved a lot.

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Warm up – Clock walk
Classroom Demo - Introducing CVC words with short /a/
Grouping of participants
Exploring THB and Discussion

5. Planning on Presentation

Context of SESSION - 2

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Warm up

Let’s do a clock walk

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4a. Small group Activity – Reinforcing CVC words with short /a/

Mix and Fix

Say, Let’s play a game Mix and Fix.

Show the class the a and the t cards and ask them to blend & read (-at).

Then add c card to it and ask the class to call out what it is (cat).

Do the same for b - at (bat). b - ag (bag). t - ag (tag)

Divide the class into 5 groups.

Give each group one of the following cards: -at, -an, -ag, -am, -ap.

Ask them to call out their group names.

Then give the following letter cards

• -at group - c, m, r

• -an group: p, v, m

• -ag group: r, b, t

• -ap group: t, m, l

• -am group: j, y, d

Ask one student from each group to hold up the group card (-at).

Ask another student to add a letter card. Ask the group to read it out. (for e.g. r-at is rat).

Every time a word is read out, the whole class claps and repeats the word. Repeat this until all students have had a turn.

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Let’s play a game.

All of you will now stand in a circle.

Each one will say the name of a fruit in the order given.

Don’t forget the fruit you said.

Let us see finally what is there to do

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ACTIVITIES IN EACH MODULE FOR PARTICIPANTS’ DEMO��* Preface - Presenting the important points in Preface�*Module 1 – Tweeting birds game (1b) – Introducing content words - Birds�* Module 2 – Fast and slow (2b) – One and Many�* Module 3 – Roll the dice (2b) – Sight words�* Module 4 – Find and cheer (1c) – That is a ___. It lives in a ____. �* Module 5 – Where are you? (1a)– Song time�* Module 6 – Phonic puppets (2c) – CVC words

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1. Warm up – Let’s sing

2. Participants’ Presentation

3. Feedback on Presentation

Context of SESSION - 3

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Magic Fingers

One finger one finger

Turn turn turn

Turn to a rooster…kokkarakoo-koo.

Two fingers two fingers

Turn turn turn

Turn to a cow… moo… moo… moo

Three fingers three fingers

Turn turn turn

Turn to a butterfly… fly.. fly..fly

Four fingers four fingers

Turn turn turn

Turn to a cat… meow, meow, meow

Five fingers Five fingers

Turn turn turn

Turn to a lion… roar..roar..roar

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Videos on TLM preparation
Classroom Management Techniques - Demo
Classroom Management Techniques – Video
Growth progress by following FA and Remedial measures
Summing up

6. Pre-planning for District Level Training

7. Feedback

Context of SESSION - 4

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VIDEOS ON TLM PREPARATION

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Classroom Management Techniques

Attention Grabbers:

To help teachers get the attention of all students before teaching a concept

Teacher will say the first part of a phrase.
Students look at the teacher
Students say the second part of the phrase

Ex: Teacher : One Two Students: Eyes on You

Teacher : Hocus! Pocus! Students: Everybody focus!

Teacher : Zip it! Lock it! Students: Put it in the pocket!

Teacher : Tiger bite ! Students: Oh! No No!

Teacher : Are you ready kids? Students: Yes! Yes! Captain!!

ICQs :

Instruction Checking Questions :

Teachers need to ask questions after giving them instructions whether they have understood the instruction.

Ex : Now, all of you will stand in pairs. You should face each other. Hold each others hands.

ICQ :

Teacher: Will all of you stand in a line? Students: No teacher!

Teacher : Will you stand in pairs? Students : Yes teacher !

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VIDEOS ON CLASSROOM MANAGEMENT TECHNIQUES

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ASSESSMENTS
Formative Assessment (a)	Formative Assessment (b)	Summative Assessments
20 marks	20 marks	60 marks
Exercises/assignments/projects	Content based questions	Content based questions
Done by students manually	Done in Mobile APP	Done in Mobile App
Need to be evaluated by teachers	It is evaluated by Mobile App	It is evaluated by Mobile App
Marks need to be entered in the App by teachers based on their observation	Marks will be generated by the Mobile App	Marks will be generated by the Mobile App

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Sample Formative Assessment questions for Term I - Module – 4 (Arumbu, Mottu and Malar)

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English : Learning Outcomes for Module 4
Arumbu	1. Use “How are you? I am fine. Thank you, sit down, stand up, look at” in conversations.�2. Listen and talk about the story ‘Thambi goes to school’ - Identify the characters in the story
Mottu	1. Use “How are you? I am fine. Thank you, sit down, stand up, look at” in conversations.�2. Listen and talk about the story ‘Thambi goes to school’ - Recall and sequence the events of the story
Malar	1. Listen and talk about the story ‘Thambi goes to school’ - Read and understand simple sentences in English�2. Name classroom objects with picture. – Understand, read simple sentences in English

The students who have not achieved the learning outcomes need be paid individual attention and individualized remedial measures need to be taken for the specific outcomes.

ITK centers can also be used as a support system by teachers to attain this.

Remediation based on Formative Assessment

FA - Learning Outcomes and Remediation for Term I - Module – 4 (Arumbu, Mottu and Malar)

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Intervention for Class 4 and 5

Baseline assessment has been carried out for Class 4 and 5.
These students were also levelled as Arumbu Mottu and Malar.
Arumbu level students are to be viewed crucially as they lack basic literacy skills.
In order to cater to these students, workbooks are to be given for remediation.
Special Intervention for these students to attain the basic skills is planned and will be executed shortly.

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Telegram Group

Telegram group for Ennum Ezhuthum has been created for teachers to share their classroom experiences.
More than 50,000 teachers have joined in the group.
Discussions take place every Saturday between 07.00 pm to 08.00 pm.
Constructive ideas, suggestions and feedback are shared in the meeting.
Teachers need to join the group and participate in the meeting.
The teachers are acknowledged for their performance by using the best classroom photos and videos in the Ennum Ezhthum book wrappers and Kalvi Tv videos.

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My take away…..

Tell us one thing that you consider to be your significant learning point.

Your top tip for the day

2 tips per team

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Six modules

Theme – My world

Phonics & Whole word

Receptive & Productive

Child centered pedagogy

Time on task

Various logos

Learning outcomes

FA and SA

Colour coded exercises

Stand alone writing pages

Language kit box

EE kit

Newspaper

Low Level Blackboard

TLM Pages

QR codes/Kalvi TV

Integration -Textbook

Integration – EVS

Remediation based on LOs not attained

Support with ITK

Low cost/No cost TLMs

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District Level Training

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Mod	Activity	Resources needed	Materials
1	1.b. Introducing content words- Tweeting birds game	Labelled picture cards birds - cuckoo, crow, hen, parrot, sparrow, duck, pigeon, mynah	Charts -2 Markers
2	2.b. Fast and slow - One and many	Picture cards of one rose, many roses, one pencil, many pencils, one crow, many crows, one pen, many pens, one bottle, many bottles, one fan, many fans, one apple, many apples	Charts -3 Markers
3	2.b. Roll the dice- Sight words	Flashcards of sight words - say, fly, buy, they, will, with, want, sing, back, home, look, there	Charts -3 Markers
4	1.c. Find and cheer- That is a ___. It lives in a ___.	Labelled picture cards of farm and wild animals- lion, monkey, tiger, elephant, giraffe, zebra, cat, goat, hippo, dog, cow, horse, donkey, rhino, rabbit, duck, bear, deer	Charts -3 Markers
5	1.a. Where are you? - Song time	Picture cards of fruits- apple, orange, papaya, watermelon	Charts -2 Markers
6	2.c. Phonic puppets	Stick puppets of a e i o u�Word cards - mat, sap, pat, had, sat, lap, pan, man, ten, net pet, pen, set, let, men, bet, bed, lit, lip, pit, hip, sip, pit, sit, hit, lid, kid, rid, mop, lot, hot, hop, not, pot, top, cot, hub, tub, dub, nut, gut, hut, hum, rut	Charts -3 Markers
1	4.b. Mix and fix - Reinforcing CVC words with short /a/	Flashcards of letters - a, t, c, b, g, p, v, m, c, r, b, t, l, j, y, d�Flashcards of - at, an, ag, am, ap	Charts -5 Markers
	Warmer - Helium stick	Paper straws	50 Nos

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